This study evaluated the effectiveness of the Medical College of Georgia School of Medicine's Summer Prematriculation Program in facilitating participants' first-year achievement and retention from 1980 to 1989. The four-week curriculum included biochemistry, anatomy, immunology, learning skills, medical or anatomy terminology, and clinical forums. Of 101 black and 96 other nontraditional, at-risk students who had been invited to attend the program, the 115 attendees were compared with the 82 nonattendees on a variety of demographic and academic measures. For all measures examined, no statistically significant difference was found between the two groups. Several factors may have obscured the results. However, there were indications that the program had a favorable effect, including the evaluation by over 90% of the attendees that the program had contributed positively to their adjustment to medical school.

The results support the concept of using both cognitive and noncognitive variables when selecting African American students for pre-medical school SAEPs.

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This study explored the relative strengths of select background variables, including grades in a summer prematriculation program (SPP), as predictors of students' first-year academic performances. During the years 1980-1989, 115 black and other nontraditional prematriculants at the Medical College of Georgia School of Medicine attended a four-week SPP featuring courses in biochemistry, anatomy, and immunology. Canonical correlation analysis revealed that the combination of undergraduate grade-point average (GPA) and SPP grades in biochemistry and anatomy was the best predictor of the students' academic performances based upon their first-year grades in biochemistry, anatomy, and microbiology, and upon their GPAs for all first-year basic science courses. The authors conclude that SPP grades can be used to identify the specific academic weaknesses of nontraditional students at highest risk of falling into academic jeopardy.

This study evaluated the Minority Academic Advising Program (MAAP), a supplementary retention program established for African-American students enrolled in a southern state health sciences university's baccalaureate nursing program. The evaluation method merged a quasi-experimental with a time-series design. A group of 114 black students were included in the study. A comparison group consisting of 608 nursing student cohorts who were predominantly white was incorporated for control purposes. Although the students who were MAAP participants had significantly lower SAT scores, reduced PreAdmission GPAs, and included a contingent of 11 students at high risk of failing, the following enhancements were identified: their retention-to-graduation rate increased 5.3 percentage points to 97.1%, their nursing program GPA increased nearly one-quarter letter grade, their time-per8isted-in-program increased 0.7 months, and their nursing board examination pass rate increased 15 percentage points.